HERRING  REVISION 

OF  THE 

BINET-SIMON 

TESTS 

EXAMINATION  MANUAL:    FORM  A 


By  JOHN  P.  HERRING 

Director  Bureau  of  Educational  Research 

Bloomsburg  State  Normal  School 

Bloomsburg,  Pennsylvania 


WORLD  BOOK  COMPANY 

Yonkers-on-Hudson,  New  York 

1922 


H+ 


CONTENTS 


INTRODUCTORY 

NATURE  OF  THE  EXAMINATION.  . . 
DIRECTIONS  FOR  ADMINISTERING 

DIRECTIONS  FOR  SCORING 

DIRECTIONS  FOR  RECORDING 

TESTS  l. . 


PAGE 

3 
3 
4 
5 
6 
7-51 


PAGE 


1.  Interpretation  of  Pictures.      7 

2.  Number  Series  Completion  16 

3.  Reproduction  of  Thought .   17 

4.  Digits  Backward 18 

5.  Parts  of  Body 20 

6.  Repetition  of  Syllables.  . .   20 

7.  Size  Comparisons 21 

8.  ^Esthetic  Discrimination.  .   22 

9.  Naming  Colors 24 

10.  Problematic  Situations 24 

11.  Reproduction  of  Thought.  25 

12.  Definition  of  Abstract  Words  25 

13.  Reproduction  of  Thought .   26 

14.  Problematic  Situations ...   28 

15.  Absurdities 29 

16.  Sentence  Building. ... 30 

17.  Rhymes 30 

18.  Similarities 31 

19.  Proverbs. .  .  31 


20.  Reproduction  of  Thought.   32 

21.  Mixed  Sentences  .........   33 

22.  Problem  Reading  .........    34 

23.  Repetition  of  Syllables.  .  .   36 

24.  Following  Directions  .....   36 

25.  Following  Directions  .....   38 

26.  Similarities  ..............   39 

27.  Generalization  ...........   40 

28.  Comprehension  ..........   41 

29.  Sentence  Completion  .....   42 

30.  Problem  Reading  .........   43 

31.  Naming  Objects  .........   45 

32.  Form  Comparison  .......   47 

33.  Commissions  ............   48 

34.  News  Route  .............   48 

35.  Digits  Forward  ..........   49 

36.  Repetition  of  Syllables  ...   49 

37.  Roast  ...................   50 

38.  Code.  .  .51 


STANDARDIZED  ANSWERS r 53-56 

1  These  test  titles  do  not  indicate  at  all  what  psychological  functions  are  tested;  indeed, 
many  of  them  are  definitely  misleading  in  this  particular.  They  have,  been  selected  as  a 
convenient  means  of  designating  the  different  tests.  Their  significance,  in  the  mind  of  the 
examiner,  should  be  confined  to  this  function. 


HRBST:EM:A-! 


Copyright,  1922,  by  World  Book  Company.    Copyright  in  Great  Britain.    All  rights  reserved 

PRINTED  IN  U.  8.  A. 


EXAMINATION  MANUAL:  FORM  A 

INTRODUCTORY 

MEASUREMENT  of  the  results  of  teaching  is  a  widespread  practice, 
but  this  measurement  by  itself  is  insufficient,  because,  while  it  tells 
how  well  a  child  is  doing  in  arithmetic,  reading,  and  other  school 
subjects,  it  does  not  tell  how  well  he  can  do.  We  need  to  know  both 
things.  Educational  examinations  tell  us  how  much  a  child  has 
accomplished;  intelligence  examinations  tell  us  how  much  a  child 
can  accomplish.  The  difference  between  the  two  is  the  child's  un- 
used margin  of  ability.  It  is  not  difficult  to  measure  this  margin  of 
unused  ability,  but  it  can  no  more  be  measured  without  an  intelli- 
gence examination,  than  it  can  without  educational  examinations. 
Hence  the  importance  of  obtaining  both  measures. 

It  would  be  shameful  to  allow  another  generation  of  children  to 
pass  through  school  unmeasured;  with  so  many  children  and  so 
few  psychologists,  teachers  will  have  to  accomplish  this  measure- 
ment. Public  school  teachers  are  as  able  to  use  individual  examina- 
tions like  the  Herring-Binet,  as  they  are  to  teach  reading,  and,  if  we 
consider  merely  the  process  of  obtaining  mental  ages,  certainly  more 
so.  See  Terman,  Intelligence  of  School  Children,  Chapter  XIII, 
"Practical  Suggestions  for  the  Use  of  Mental  Tests." 


NATURE  OF  THE  EXAMINATION 

The  Herring  Revision  of  the  Binet-Simon  Tests  is  an  individual 
examination  for  the  purpose  of  measuring  mental  ability.  The 
questions  are  asked  and,  for  the  most  part,  answered  orally.  The 
examination  contains  many  tests  similar  to  those  in  the  Binet-Simon 
Tests,  such  as  repeating  digits,  detecting  similarities,  interpreting 
pictures,  etc.  The  final  score  in  the  examination  is  expressed,  as  is 
that  of  the  Binet-Simon  Tests,  as  a  mental  age.  The  mental  age 
by  the  Herring  Revision  of  the  Binet-Simon  Tests  has  the  same 
meaning  and  significance  as  the  mental  age  by  the  Stanford  Revision 
of  the  Binet-Simon  Tests. 

The  examination  consists  of  thirty -eight  tests.  Each  test  con- 
sists of  a  short  series  of  elements.  A  score  in  the  examination  as 
a  whole  is  the  sum  of  the  scores  obtained  for  the  separate  tests. 


[PageS] 


Provision  /s\rakQe>iis.<3  fpr.ohtain.ing  the  mental  age  by  the  use 
of  fewer  than  the  thirty-eight  tests  which  constitute  the  complete 
examination.  Thus,  a  mental  age  may  be  obtained  by  administering : 

Tests  1  to    4,  called  Group  A, 
Tests  1  to  13,  called  Group  B, 
Tests  1  to  22,  called  Group  C, 
Tests  1  to  31,  called  Group  D,  or 
Tests  1  to  38,  called  Group  E. 

A  table  is  given  showing  the  mental  age  equivalents  of  each  total 
score. 

DIRECTIONS  FOR  ADMINISTERING 

0 

It  is  indispensable  to  know  and  to  master  painstakingly  and  in 
detail  the  defined  procedure,  and  to  allow  oneself  no  exceptions. 
For  examiners  who  cannot  trust  their  verbal  memories,  it  is  better 
to  become  very  familiar  with  the  words  and  then  to  read  them  to 
each  subject. 

Before  beginning  to  use  the  examination,  read  it  over  with  close 
attention;  administer  it  to  some  friend;  or  better,  to  some  child 
whose  mental  age  is  already  known;  then  study  further  the  detail 
of  the  procedure,  instructions,  and  scoring;  then  administer  the 
examination  to  another  examinee;  study  the  details  again  and  re- 
peat. Follow  instructions  exactly  and  do  nothing  not  required. 
Never  vary  the  wording.  If  a  child  does  not  understand,  do  not 
simplify  or  explain  except  as  specified  in  the  instructions.  Every- 
thing that  is  said  to  the  child  is  printed  in  black-face  type.  Although 
the  words  should  be  spoken  by  the  examiner  verbatim,  they  should 
not  be  read  in  an  unnatural  manner.  The  rate  should  be  not 
far  from  three  words  per  second. 

Give  no  help  to  children  during,  before,  or  after  an  examination. 
Never  allow  children  to  become  familiar  with  the  tests  except  so 
far  as  this  cannot  be  avoided  in  their  use.  Give  the  examination  as 
if  it  were  nothing  unusual.  Do  not  make  any  child  feel  that  pro- 
motion or  demotion  may  result.  Win  the  confidence  of  each  child. 
If  the  examination  cannot  be  given  under  circumstances  in  which 
the  child  responds  without  restraint  or  embarrassment,  postpone  it. 
A  knowledge  of  other  general  rules  for  using  individual  intelligence 
examinations  may  be  readily  acquired  from  Terman's  Measurement 
of  Intelligence. 


[Page  4] 


Always  begin  with  Test  1,  follow  at  once  with  Tests  2,  3,  and  4 
in  order,  and  then  find  the  total  score  for  these  four  (Group  A). 
At  the  end  of  each  group  of  tests  are  directions  for  the  omis- 
sion of  certain  tests  in  the  additional  material  for  the  next  group. 
These  omissions  are  always  governed  by  the  score  in  Group  A 
and  include  those  tests  in  which  the  examinee  is  certain  to  make 
either  a  perfect  score  or  a  zero  score.  Full  credit  is  given  for  the 
former  and  none  for  the  latter.  If  a  test  which  should  be  omit- 
ted is  given,  disregard  the  score  and  credit  as  if  the  directions 
had  been  followed.  If  a  test  which  should  have  been  given  is 
omitted,  go  back  and  give  it.  If  this  is  impossible,  one  re- 
course is  to  employ  the  estimate  of  mental  age  obtained  from  the 
longest  completely  given  group.  Each  group  includes  all  preceding 
groups. 

Opposite  the  total  score  in  the  table  of  Mental  Age  Equivalents 
for  Group  A  is  found  an  estimate  of  mental  age  in  months.  This 
may  be  divided  by  the  chronological  age  in  months  to  find  the 
Intelligence  Quotient  (IQ).  For  a  chronological  age  above  16 
years  (192  months)  divide  the  mental  age  in  months  by  192.  For 
careful  determination  of  a  mental  age  the  examiner  will  not  stop 
with  Group  A  but  will  administer  Group  B  or  C.  Mental  ages, 
which  may  be  estimated  on  the  basis  of  any  group,  have  the  same 
meaning  as  the  Stanford-Binet  Mental  Ages,  with  which  in  the  case 
of  Groups  C,  D,  and  E  they  correlate  99  per  cent  in  unselected  age 
groups. 

Such  words  as:  "Explain,  I  don't  understand,"  may  be  used  to 
clarify  ambiguous  responses  (but  not  to  elicit  a  better  response 
after  a  wrong  one  has  been  given),  in  tests  such  as  10,  12,  14,  15,  18, 
19,  26,  27,  29.  Directions  may  be  repeated  except  in  Tests  4,  6,  23, 33, 
35,  36,  38.  Time  limits  are  imposed  in  21,  29,  30,  and  38.  Observe 
these  strictly. 

One  may  be  said  to  have  learned  to  administer  the  Herring 
Revision  when  he  can  maintain  a  correlation  of  0.97  with  the 
Stanford  Revision  of  the  Binet-Simon  Tests  in  unselected  age 
groups  (the  Stanford  should  be  given  first,  and  the  Herring  not 
on  the  same  day),  or  when  he  can  obtain  an  average  difference  of 
about  4  points  in  IQ  or  less  between  the  IQ's  of  the  Stanford  and 
of  the  Herring  (or  of  two  Herring-Binet  examinations  of  the  same 
children  by  two  different  examiners  on  different  days).' 


[  Page  5] 


DIRECTIONS  FOR  SCORING 

In  most  of  the  tests  the  several  elements  are  numbered.  The 
score  in  a  test  is  usually  the  number  of  elements  correct.  In  Tests 
11,  13,  20,  32,  and  38  the  score  is  one-half  the  number  of  elements 
correct.  In  Test  22  the  score  is  twice  the  number  of  elements  cor- 
rect. The  methods  of  scoring  are  exceptional  in  Tests  1,  27,  28,  29, 
and  30.  The  manner  of  scoring  each  test  is  indicated  in  the  direc- 
tions for  that  test.  Samples  of  satisfactory  and  unsatisfactory 
answers  are  found  in  the  Standardized  Answers  on  pages  53  to  56. 


DIRECTIONS  FOR  RECORDING 

Before  administering  each  examination,  enter  on  an  Individual 
Record  Card  the  name  of  the  examinee,  grade,  sex,  and  such  other 
data  as  are  called  for.  Enter  the  time  of  beginning  and  ending  the 
examination  in  the  spaces  provided  in  the  lower  right-hand  corner 
of  the  card.  Indicate  successes  and  failures  in  the  parentheses  by 
means  of  plus  and  minus  signs;  in  Test  1  and  similar  tests,  where 
more  than  one  point  may  be  given  for  a  single  response,  record 
the  number  of  points  earned  in  each  case.  Enter  the  score  for  each 
test  in  the  column  headed  "Score." 

The  examiner  should,  especially  at  first,  record  verbatim  the 
answers  to  such  tests  as  1,  10,  14,  15,  18,  and  26  in  the  spaces  pro- 
vided on  the  back  of  the  card.  These  responses  may  be  compared 
later  with  those  in  the  Standardized  Answers.  Call  a  response 
right  or  wrong  according  as  it  more  closely  approximates  in  value  a 
response  there  listed  as  right  or  one  listed  as  wrong. 

To  find  the  total  score  in  any  group,  add  the  scores  of  the  tests 
constituting  that  group,  by  columns,  and  add  the  columns.  Record 
the  total  score  in  the  space  provided. 

The  mental  age  equivalent  may  then  be  found  in  the  appropriate 
table  of  mental  age  equivalents.  Enter  the  mental  age  and 
chronological  age  in  months  in  the  parentheses  below  the  name* 
Divide  the  MA  by  the  CA  (never  using  over  192  months  as  CA) 
and  record  the  IQ. 


[Page6~\ 


TEST  1.   INTERPRETATION  OF  PICTURES 
"What  is  this  picture  about?" 

Repeat  the  question  each  time  if  necessary.  If  there  is  no 
response,  or  if  the  response  is  unsatisfactory,  say,  "Tell  me 
what  you  see  in  this  picture." 

Score:  Credit  for  each  picture  1,  2,  or  3  points  according  to  the 
nature  of  the  response,  as  follows.  Credit 

1  point  if  examinee  enumerates  merely, 

2  points  if  any  part  of  the  response  is  clearly  on  the  descriptive 
level, 

3  points  if  any  part  of  the  response  is  clearly  on  the  level  of 
interpretation.    (See  Standardized  Answers.) 

Score:  Sum  of  points  credited  in  four  pictures. 
Maximum  score:  12. 


[  Page  7] 


[Page  11] 


[Page  13] 


[Page  15] 


93     8     3     0  'H 

SI     L     8     I  '6 

£     9     ^     £     8     ^  '/ 

83l^83£f>8  'p 

38     91     8     f>  *3 

03     08     Of7  *9 

—     —     9^86  '» 


TEST  2.   NUMBER  SERIES  COMPLETION 

"In  the  first  row  of  numbers  tell  me  what  two  numbers  should 
come  next, — here  and  here.   Go  ahead." 

"The  next  row."    Etc. 

See  Key,  page  19. 

Score:  Number  of  rows  correctly  completed. 

Maximum  score:  8. 


[Page  16] 


ptre  ss9iidurep   9q:j.  jo  9srveo9q  sp[oo 
suosi9d  A*IJIJ  }SB9j  iy  *p9UAiOjp  9I9M  suos 
'S9snoq  9qi  jo  A*ITBIH  p9J9}U9  pu^ 

p9J9AOO  J9^AV  9qj^    'UMO^  \]T8UIS  13  JB9U 
J9AII 


TEST  3.   REPRODUCTION  OF  THOUGHT 

1.  Last  winter  7.  Fourteen  persons 

2.  a  large  river  8.  were  drowned. 

3.  overflowed  its  banks  9.  At  least 

4.  near  a  small  town.  10.  fifty  persons 

5.  The  water  covered  the  11.  caught  colds 

streets  12.  because  of  the  damp- 

6.  and  entered  many  of  ness 

the  houses.  13.  and  the  cold  weather. 

"Read  this  to  yourself.   Then  begin  at  the  beginning  and  tell  me 
everything  you  have  read." 

If  necessary,  say,  after  the  examinee  has  read  the  selection, 
"Tell  me  everything  you  have  read."  In  all  tests  entitled 
"Reproduction  of  Thought,"  if  the  important  idea  of  a  num- 
bered passage  is  reproduced,  credit  that  passage  even  though 
the  language  is  changed.  In  elements  7  and  10,  the  numbers 
fourteen  and  fifty  must  be  exactly  reproduced. 

Score:  Number  of  elements  credited. 
Maximum  score:  13. 


[.Page 


TEST  4.   DIGITS  BACKWARD 

"I  am  going  to  read  some  numbers.   When  I  am  through  say  thc= 
numbers  backward.  If  I  say  9, 2,  you  say  2, 9.  Do  you  understand?" 

Read  the  digits  at  the  rate  of  one  digit  per  second.  Repeat 
no  series. 

(2)  2,  8        6,9        4,3 

(3)  1,9,4        3,  1,8        6,8,5 

(4)  5,4,  i,  7        4,8,2,  7        2,5,3,8 

(5)  4,  5,  8,  3,  6        3,  7,  2,  9,  4        3,  6,  2,  9,  7 

(6)  3,  6,  9,  8,  4,  i         4,  7,  2,  i,  8,  3         6,  4,  i,  5,  2,  7 

(?)    5,  3,  9,  6,  2,  8,  4        3,  6,  i,  4,  7,  2,  5 

5,  3,  9,  4,  i,  8,  6 

(8)  6,  i,  4,  2,  3,  7,  8,  5        3,  8,  7,  4,  2,  6,  5,  i 

7,  2,  6,  8,  4,  3,  7,  i 

(9)  7,  2,  5,  3,  4,  8,  9,  6,  8        4,  9,  8,  5,  3,  7,  6,  2,  5 

6,  i,  5,  7,  4,  2,  8,  3,  9 

On  each  level  there  are  three  series  of  digits.  Give  only  as 
many  series  on  each  level  as  are  necessary  to  get  one  correct 
repetition.  Stop  with  the  first  level  on  which  no  series  is 
correctly  repeated. 

Score:  Number  of  digits  in  longest  successful  series. 
Maximum  score:  9. 


[Page  18  ] 


MENTAL  AGE  EQUIVALENTS  FOR  GROUP  A 


POINTS 

M.  A. 

POINTS 

M.  A. 

POINTS 

M.  A. 

POINTS 

M.  A. 

POINTS 

M.  A. 

5 

74 

12 

87 

19 

Ill 

26 

149 

33 

192 

G 

75 

13 

90 

20 

115 

27 

155 

34 

198 

7 

77 

14 

93 

21 

120 

28 

160 

35 

204 

8 

78 

1.5 

96 

22 

125 

29 

166 

36 

210 

9 

80 

16 

100 

23 

131 

30 

172 

37 

216 

10 

82 

17 

103 

24 

137 

31 

179 

38 

222 

11 

84 

18 

106 

25 

143 

32 

185 

39 

228 

PROCEDURE  ^OR  GROUP  B 

Group  B  consists  of  Group  A  and  nine  additional  tests.  It  has  a 
higher  correlation  with  intelligence  than  Group  A,  and  requires 
but  little  more  time.  The  examinee's  score  in  Group  A  is  a  very 
reliable  index  of  his  performance  in  some  of  the  tests  of  Group  B. 
The  following  table  tells  what  tests  of  Group  B  are  to  be  credited 
but  not  given: 


Score  in 
Group  A 

Credit  in  full  but 
do  not  give  Tests: 

Total  credit  for 
these  tests 

10  to  15 

5,  6 

7 

16  to  19 

5,6,7 

10 

20  to  25 

5,  6,  7,  8 

14 

26  to  41 

5,  6,  7,  8,  9 

17 

42 

5,  6,  7,  8,  9,  10 

23 

If  the  examinee  scores  5  points  or  less  in  Group  A,  omit  and 
do  not  credit  Tests  12  and  13. 

If  the  examinee  scores  22  points  or  less  in  Group  A,  omit  and 
do  not  credit  Test  13. 


Key  for  Test  2 


a.  5,4 

6.  10,  0 

c.  64,  128 

d.  0,  1 


e.  5,  3 

/.  7,  6  or  4,  9 

g.  31,  63 

h.  80,  242 


[Page  19] 


TEST  5.   PARTS  OF  BODY 

1.  "Show  me  your  knee.  Put  your  hand  on  your  knee." 

2.  "Show  me  your  fingers.  Put  one  of  your  fingers  here." 

3.  "Show  me  your  ear.  Put  your  hand  on  your  ear." 

4.  "Show  me  your  foot.  Put  your  hand  on  your  foot." 

If  two  or  three  repetitions  of  the  instructions  do  not  bring 
a  response,  point  to  the  child's  shoulder  and  say,  "Is  this 
your  knee?"  If  no  response  is  made,  the  score  for  this 
element  is  zero.  If  a  negative  response  is  made,  say,  "Show 
me  your  knee." 

Score:  Number  of  correct  responses. 
Maximum  score:  4* 


TEST  6.   REPETITION  OF  SYLLABLES 
"Can  you  say  'Mother'  ?" 
"Now  say  'Nice  kitty.1  " 

1.  "Now  say  'I  want  some  bread  and  butter.' " 

2.  "Now  say  'In  winter  it  is  cold.'  "    . 

3.  "Now  say  'We  go  to  bed  at  night.' " 

These  sentences  should  be  read  by  the  examiner  at  the  rate 
of  3  words  per  second.  (This  same  rate  is  used  in  similar 
tests  which  follow.)  Items  "Mother"  and  "Nice  kitty"  are 
for  practice  only.  Score  only  the  three  numbered  sentences. 
Each  sentence  must  be  repeated  verbatim  to  receive  credit. 

Score:  Number  of  sentences  repeated   without   alteration  of 

wording. 

Maximum  score:  3. 


[Page  20] 


A 


TEST  7.   SIZE  COMPARISONS 

"See  these  squares?   Which  one  is  bigger?"    Or,  "Put  your  finger 
on  the  biggest  one."   Or,  "Show  me  the  big  one." 

If  the  child  does  not  respond,  say,  "Show  me  which  square 
is  the  biggest."  Similarly  with  triangles  and  circles.  Always 
cover  the  figures  not  yet  shown  with  a  sheet  of  opaque  paper. 
A  sheet  of  celluloid  placed  over  the  page  will  protect  the 
figures  from  finger  marks.  Such  a  sheet  should  be  used  from 
the  first,  since  a  slight  smudge  or  wear  from  erasing  may 
suggest  either  a  correct  or  an  incorrect  response. 

Score:  Number  of  comparisons  correctly  made. 
Maximum  score:  3. 


[Page  21  ] 


TEST  8.   ESTHETIC  DISCRIMINATION 

"Which  is  prettier?" 

Lay  a  sheet  of  celluloid  over  the  page,  begin  with  the  pair 
at  the  top  of  the  page,  nearest  the  examinee,  and  hold  a 
sheet  of  opaque  paper  over  those  pairs  not  yet  shown,  and 
if  necessary  over  all  but  the  one  pair  in  use. 

Score:  Number  of  comparisons  correctly  made. 
Maximum  score:    » 


[PageM] 


[Page  23] 


TEST  9.   NAMING  COLORS 
"What  is  the  name  of  this  color?" 

Point  to  the  colors  in  the  order  as  above,  beginning  with 

black. 

Score:  Number  of  correct  responses. 

Maximum  score:  3. 

TEST  10.   PROBLEMATIC  SITUATIONS 
"What's  the  thing  for  you  to  do : 

1.  "When  you  are  lost  and  cannot  find  the  way  home?" 

2.  "If  your  lessons  at  school  are  too  hard  for  you?" 

3.  "If  the  storekeeper  does  not  have  the  things  your  mother  sent 

you  to  buy?" 

4.  "If  you  have  nothing  to  eat  and  nobody  will  give  you  food  or 

money?" 

5.  "When  you  have  failed  in  something  you  would  like  to  do?" 

6.  "Why  can  you  not  tell  how  good  a  man  is  by  looking  at  his 

clothes?" 

If  necessary,  say,  "Explain,  I  don't  quite  understand." 
Score:  Number  of  elements  credited. 
Maximum  score:  6. 


I  Page  24] 


'9911V  StfAV 

9ini?u  J9jj    *^oog  s^jaif^j  J9q  jo 

9SOIJA1  <JJI 

S9tpireiq 
QJJ  m  ' 
^i  pmtpq  '^ods  ^u^s^9|d  ^  UT  S^M  9raoq 

*9JTM   Siq   plTB  J9THJBJ  JOOd 

ui  J9AU  ^  jo  S5[ireq  9qq.  uo  9E^^o  9p^ij  ^  uj 


TEST  11.   REPRODUCTION  OF  THOUGHT 

1.  In  a  little  cottage  9.  in  front 

2.  on  the  banks  of  a  river         10.  was  a  huge  beechnut  tree. 

3.  in  France  11.  Under  its  branches 

•    4.  there  lived  a  poor  farmer     12.  there  sat  their  daughter, 

5.  and  his  wife.  13.  a  good  and  gentle  girl, 

6.  Their  home  was  in  a  pleas-    14.  whose  work  it  was 

ant  spot;  15.  to  look  after  the  sheep 

7.  behind  it  16.  of  her  father's  flock. 

8.  was  a  forest;  17.  Her  name  was  Alice. 

"Read  this  to  yourself.  Then  begin  at  the  beginning  and  tell  me 
everything  you  have  read." 

Credit   each   numbered   passage   of   which   the   important 
thought  is  reproduced. 

Score:  Number  of  elements  credited,  divided  by  2.  If  this  is 
a  mixed  number,  give  the  next  higher  whole  number. 
Maximum  score:  9. 

TEST  12.   DEFINITION  OF  ABSTRACT  WORDS 
"What  does  -    -  mean?    What  is  -    -  ?" 

1.  obedience    2.  hope    3.  pride    4.  culture    5.  hostility    6.  severity 
7.  prejudice 

If  the  reply  is  ambiguous,  say,  "I  don't  understand.  Please 
explain  what  you  mean." 

Score:  Number  of  elements  credited, 
Maximum  score:  7. 


[Page  25} 


siq  A'q  jps 

si?  ajiinj  SB  axe  <ranijqi|inb9 
siq    sqan^sip    pire    raiq    S9jqnoj:|. 

-Jlp  9raOS  JO  9DU9lJ9dx9  UAVO  Siq  Til  90U91SIX9 
JO  9AT^O9dS9JJT  *5[UIl[^  O^  (dn-UMOJ&  V  O^  JO) 

S95[OA9    fW8    SUOTSBODO 

si  9j9qj^   <<'S9|dpUTjd 
uo  ^sn    jnooo  ^ou  S9op  ^i  ' uot^snquioD 
jo  9S^D  ^  ^ou  si  §ui>[uit{j^    *^qnop 

JO     'UOTSnjUOO     *^IX9|dj9d    9UIOS     SI    SlIl5[UIt[^    JO 

9q;  ^mn  guiX^s  ^q  9}T3jniidi2O9i          ' 


TEST  13.   REPRODUCTION  OF  THOUGHT 

"Read  this  to  yourself.    Then  begin  at  the  beginning  and  tell  me 
everything  you  have  read." 

1.  We  may  recapitulate  8.  General  appeals  to  a  child 

2.  by  saying  that  the  origin  of       9.  (or  to  a  grown-up) 

thinking  10.  to  think 

3.  is  some  perplexity,  confusion,     1t    .  ..        ... 

i    ^4.  11-  irrespective  of  the  existence  in 

or  doubt.  ,  . 

4.  Thinking  is  not  a  case  of  spon-  1"L°W?  exPenenCe  °f  S°me 

taneous  combustion;  difficulty  that  troubles  him 

5.  it  does  not  occur  just  on  "gen-  a.nd    disturbs   his    equilib- 

eral  principles."  num, 

6.  There  is  something  specific         12.  are  as  futile  as  advice  to  lift 

7.  which  occasions  and  evokes  it.  himself  by  his  bootstraps. 

If  the  examiner  feels  that  the  examinee  can  still  reproduce 
more,  he  niay  say,  "And  what  else?"  Mere  verbal  repetition 
which  is  evidently  unaccompanied  by  understanding  is  not 
to  be  credited.  This  may  be  tested  by  saying,  "I  do  not 
understand  what  you  mean.  Explain  what  you  mean." 
Credit  irrespective  of  order. 

Score:  Number  of  elements  credited,  divided  by  2. 
Maximum  score:  6. 


[Page  26} 


The  examinee's  score  in  Group  B  is  the  sum  of  his  scores  in  Tests 
1  to  13,  and  hence  includes  those  of  Group  A. 


MENTAL  AGE  EQUIVALENTS  FOR  GROUP  B 


POINTS 

M.  A. 

POINTS 

M.  A. 

POINTS 

M.  A. 

POINTS 

M.  A. 

POINTS 

M.  A. 

10 

67 

25 

77 

40 

98 

55 

130 

70 

173 

11 

67 

26 

78 

41 

100 

56 

133 

71 

176 

12 

68 

27 

79 

42 

102 

57 

135 

72 

179 

13 

68 

28 

80 

43 

103 

58 

138 

73 

182 

14 

69 

29 

81 

44 

105 

59 

140 

74 

185 

15 

69 

30 

82 

45 

107 

60 

143 

75 

188 

16 

70 

31 

84 

46 

109 

61 

146 

76 

191 

17 

70 

32 

85 

47 

111 

62 

149 

77 

194 

18 

71 

33 

87 

48 

113 

63 

152 

78 

197 

19 

72 

34 

88- 

49 

115 

64 

155 

79 

200 

'20 

73 

35 

90 

50 

118 

65 

158 

80 

203 

£1 

74 

36 

91 

51 

120 

66 

161 

81 

206 

22 

74 

37 

93 

52 

123 

67 

164 

82 

207 

23 

75 

38 

95 

53 

125 

68 

167 

83 

212 

24 

76 

39 

96 

54 

128 

69 

170 

84 

215 

PROCEDURE  FOR  GROUP  C 


Score  in  Credit   in  full   but 

Group  A  do  not  give  Tests: 

30  to  31  14 

32  to  37  14,  15,  16 

38  to  42  14,  15,  16,  17,  18 


Total  credit  for 
these  tests 

5 
17 

27 


Score  in 
Group  A 

Oto  5 
6  to  9 
10  to  21 


Do  not  give  or 
credit  Tests: 

19,  20,  21,  22 

20,  21,  22 

22 


\_Page27] 


TEST  14.   PROBLEMATIC  SITUATIONS 

1.  "A  little  boy  is  coming  into  his  home  crying,  and  holding  an 

empty  paper  bag  with  a  hole  in  it.  What  has  happened?" 

2.  "A  man  is  holding  to  a  big  piece  of  wood  in  the  ocean,  many 

miles  from  land.  What  has  happened?" 

3.  "A  little  boy  is  going  home.    The  sun  is  shining  and  water  is 

dripping  from  his  cap,  hair,  and  clothes.  What  has  happened?" 

4.  "A  little  girl  is  crying.    Her  hands  are  muddy  and  have  long, 

fresh  scratches.   Her  nose,  mouth,  and  chin  are  muddy,  too. 
What  has  happened?" 

5.  "A  big  crowd  has  gathered  around  two  automobiles  on  a  busy 

street.  The  drivers  are  talking  together  and  writing  something. 
What  has  happened?" 

No  introductory  statement  is  needed.    Repeat  if  necessary. 

Score:   Number  of  elements  credited. 
Maximum  score:  5. 


[Page  28] 


TEST  15.   ABSURDITIES 
"Tell  me  what  is  foolish  about  this" : 

1.  "A  man  said :  'All  the  money  I  have  is  five  dollars.  I  am  going  to 

buy  a  house  for  my  family  and  pay  for  it  at  once.'  What  is 
foolish  about  that?" 

2.  "A  woman  said:  *I  shall  have  five  friends  at  the  dinner  table 

tonight.'  So  she  prepared  the  dinner  table  with  four  plates 
and  four  chairs.  What  is  foolish  about  that?" 

3.  "A  man  said:  *I  am  going  to  ride  in  the  street  car.   I  must  take 

one  hundred  dollars  to  pay  the  car  fare.'  What  is  foolish  about 
that?" 

4.  "A  man  said:  'A  thief  is  coming  tonight  to  steal  my  money  from 

my  strongbox,  so  I  will  stay  all  night  hi  my  neighbor's  house.' 
What  is  foolish  about  that?" 

5.  "A  commander  of  a  thousand  men  said:  'I  am  expecting  one 

man,  named  Smith,  to  attack  my  camp  tomorrow  at  noon.  I 
must  bring  another  thousand  men  to  my  camp  to  defend  it.' 
What  is  foolish  about  that?" 

6.  "A  man  had  only  twenty -five  cents.    He  spent  fifty  cents  for 

dinner,  five  dollars  for  a  new  hat,  and  had  one  dollar  left. 
What  is  foolish  about  that?" 

7.  "One  man  and  two  men  are  ten  men.    What  is  foolish  about 

that?" 

8.  "A  man  was  working  by  the  light  of  ten  strong  electric  lights. 

He  said :  'I  cannot  see  well  enough.  There  is  not  enough  light. 
I  must  take  away  these  ten  electric  lights  and  bring  in  my 
candle.'  What  is  foolish  about  that?" 

Score:  Number  of  elements  credited. 
Maximum  score:  8. 


[  Page  89  ] 


TEST  16.   SENTENCE  BUILDING 
"Make  a  sentence  using  the  three  words, ,  -    — ,  and  -    — ." 

1.  hen  egg  day 

2.  play  boys  fun 

3.  money         doll  children 

4.  ball  happy          play 

If  a  child  asks,  say,  "You  may  use  other  words,  too." 

Give  credit  only  if  there  are  no  more  than  two  independent 
clauses. 

Score:  Number  of  responses  credited. 
Maximum  score:  4- 


TEST  17.   RHYMES 
"Tell  me  a  word  that  rhymes  with ." 

1.  ball 

2.  map 

3.  bad 

4.  rim 

If  needed  add,  "A  rhyme  is  a  word  that  ends  with  the  same 
sound  as  another  word.    Cat,  rat,  bat,  rhyme  together." 

Score:  Number  of  words  for  which  a  rhyme  is  given. 
Maximum  score:  4* 


[  Page  30  ] 


TEST  18.    SIMILARITIES 

"In  what  way  are  -     -  alike?" 

1.  "a  wheel,  a  penny,  and  the    4.   "a    star,    the    sun,    and   the 

moon."  moon." 

2.  "a  sling,  a  gun,  and  a  pistol."  5.    "a  cloud,  steam,  and  ice." 

3.  "ink,  a  pencil,  and  a  pen."      6.   "a  stone,  a  nail,  and  a  cannon." 

Explain  the  meaning  of  any  words  about  which  the  exam- 
inee inquires  upon  his  own  initiative,  and  of  no  others. 
To  "They  are  not  alike,"  say,  "Yes,  they  are  alike  hi  some 
way.  Tell  me  how  they  are  alike." 

Score:   Number  of  elements  credited. 
MaximuM  score:  6. 

TEST  19.   PROVERBS 

"A  proverb  tells  some  well-known  truth.     Here  is  a  proverb: 
'Every  path  has  its  puddle.'   What  does  that  mean?" 

If  the  child  fails,  explain:  "That  means  that  no  matter 
what  we  try  to  do,  we  are  apt  to  find  something  hard  or 
unpleasant  in  it." 

"Here  is  another  proverb":    Read  the  proverb.    "What  does  that 
mean?" 

1.  "Paddle  your  own  canoe." 

?.  "The  burnt  child  dreads  the  fire." 

3.  "Do  not  cry  over  spilt  milk." 

4.  "Rome  was  not  built  in  a  day." 

5.  "Don't  shout  until  you  are  out  of  the  woods." 

(Pronounce  "burnt,"  "spilt,"  "paddle,"  and  "puddle"  dis- 
tinctly.) If  instead  of  an  abstract  reply  another  valid  con- 
crete illustration  is  given,  credit.  Literal  interpretations 
are  not  accepted.  If  the  examinee  asks  for  the  meaning  of 
a  word,  give  it. 

Score:   Number  of  elements  credited. 
Maximum  score:  5. 


[  Page  31  ] 


•pjoipq  0} 

si  usnq  9U}  \\i]  uo  os  puB  <9uo  isjg  aq;  joj 
ja&rej  ^  'p99S  9ifi  ioj  p9^u^psqns  si 
jo    SIM}    y      'uoT^n^psqns  puBq 

JO    9D9ld    TS    ^|9J9UI    ST    ^J      'S^UROD    IVVfi    OqAi 

}ou  si  ^T  OT^ra  UT  4J9qra9ra9i  ' 

UB  ^JJ9A9p  S9lUp9UIOS 
JO  5[OTJ^  9l{^  SUIJOJJ9d  ^jpuj  Ul  Jl 


TEST  20.   REPRODUCTION  OF  THOUGHT 

1.  Every  fakir  8.  It  is  merely  a  piece  of 

2.  in  India  sleight-of-hand  substi- 

3.  performs  the  trick  tution. 

4.  of  the  mango  tree —  9.  A  twig  of  the  mango 

5.  sometimes  cleverly  10.  is  substituted 

6.  and  sometimes  crudely.  11.  for  the  seed, 

7.  For,  remember,  in  magic  12.  a  larger  twig  for  the 

it  is  not  what  but  who  first  one, 

that  counts.  13.    and  so  on  till  the  bush  is 

there  to  behold. 

"Read  this  to  yourself.   Then  begin  at  the  beginning  and  tell  me 
everything  you  have  read." 

Say,  if  necessary,  "And  what  else?"    No  credit  for  mere 
verbal  repetition  where  content  is  not  evidently  understood. 

Score:  Number  of  elements  credited  divided  by  2. 
Maximum  score:  7. 


[  Page  32  ] 


J9pun  £uoj  spurv[  is^j  9inos  jo  B  arai^  pooAi  19^ AI   -g 
9inoo9q  ^9  U9yo  001  9soi[^  5[ois  oqAi  qonin   •# 
Suiddo^s  U9|  >[JOM  oo^  ^noq^TM  o|  ST    *x 


TEST  21.   MIXED  SENTENCES 

"This  sentence  (pointing)  has  the  words  all  mixed  up  so  that  they 
do  not  make  any  sense.  How  should  the  sentence  read?" 

If  examinee  does  not  respond  in  one  minute,  point  to  next 
sentence  and  repeat,  "This  sentence,"  etc. 

Score:  Number  of  elements  credited. 
Maximum  score:  3. 


[Page  331 


SHAi  J12J  AVO|j[ 

iBJis  sajira 


ni  dn  ^qSpj^s  S9[iin  g  ^U9M  j  ^SJT 


J  9J9qAV  raOJJ  J  SBAV  JBJ  AiOJJ 

S9|iui  9  U9  q}  pue 

^SB9  S9|TUI  H 
S9|IUI  01 


'qinos  S9{itn  ot  pa^^M  j  ^sji 


J  9J9qM  raOJJ  J  SBAi  JBJ  AiOJJ 


TEST  22.   PROBLEM  READING 
'Read  this  problem  to  yourself  and  then  tell  me  the  answer." 

Score:  Two  points  for  each  correct  response. 
Maximum  score:  6. 


[Page  34] 


The  examinee's  score  in  Group  C  is  the  sum  of  his  scores  in  Tests 
1  to  22,  inclusive,  and  hence  includes  those  of  Group  B. 

MENTAL  AGE  EQUIVALENTS  FOR  GROUP  C 


POINTS 

M.  A. 

POINTS 

M.  A. 

POINTS 

M.  A. 

POINTS 

M.  A. 

POINTS 

M.  A. 

8 

65 

33 

79 

58 

99 

83 

132 

108 

170 

9 

66 

34 

80 

59 

100 

84 

133 

109 

172 

10 

66 

35 

81 

60 

101 

85 

135 

110 

173 

11 

67 

36 

82 

61 

102 

86 

136 

111 

175 

12 

67 

37 

83  . 

62 

103 

87 

138 

112 

176 

13 

68 

38 

83 

63 

104 

88 

140 

113 

178 

14 

68 

39 

84 

64 

105 

89 

141 

114 

180 

15 

69 

40 

85 

65 

106 

90 

143 

115 

181 

16 

69 

41 

86 

66 

107 

91 

144 

116 

183 

17 

70 

42 

86 

67 

108 

92 

146 

117 

184 

18 

70 

43 

87 

68 

109 

93 

147 

118 

186 

19 

71 

44 

88 

69 

111 

94 

149 

119 

187 

20 

71 

45 

89 

70 

112 

95 

150 

120 

189 

21 

72 

46 

89 

71 

113 

96 

152 

121 

190 

22 

72 

47 

90 

72 

115 

97 

153 

122 

192 

23 

73 

48 

91 

73 

116 

98 

155 

123 

193 

24 

74 

49 

92 

74 

118 

99 

157 

124 

195 

25 

74 

50 

93 

75 

119 

100 

158 

125 

197 

26 

75 

51* 

94 

76 

121 

101 

160 

126 

198 

27 

75 

52 

94 

77 

122 

102 

161 

127 

200 

28 

76 

53 

95 

78 

124 

103 

163 

128 

201 

29 

77 

54 

96 

79 

125 

104 

164 

129 

203 

30 

77 

55 

97 

80 

127 

105 

166 

130 

204 

31 

78 

56 

97 

81 

129 

106 

167 

131 

206 

32 

79 

57 

98 

82 

130 

107 

169 

'  132 

.207 

PROCEDURE  FOR  GROUP  D 

Score  in          Credit  in  full  but         Total  credit 
Group  A  do  not  give  Tests :        for  these  tests 

26  to  31  23  .     4 

32  to  42  23,  24,  25,  26  15 


Score  in 
Group  A 

0  to    9 
10  to  18 


Do  not  give  or 
credit  Tests : 

28,  29,  30 
29,30 


I  Page  35] 


TEST  23.    REPETITION  OF  SYLLABLES 

"Listen  carefully  and  say  after  me  just  the  same  words  that  I  say. 
Ready." 

1.  "We  do  not  go  to  school  every  month  of  the  year." 

2.  "In  winter,  boys  and  girls  like  to  make  snowballs." 

3.  "It  takes  a  very  long  time  to  learn  to  add  numbers." 

4.  "Water  freezes  in  winter,  and  ice  melts  in  summer." 

Score:    Number  of  sentences  repeated  without   alteration   of 

wording. 

Maximum  score:  4* 


TEST  24.  FOLLOWING  DIRECTIONS 

Place  a  sheet  of  celluloid  over  the  drawings  and  say : 

1 .  "Put  your  finger  so  that  it  will  cover  the  cross  in  the  small  circle." 

2.  "Now  put  it  just  to  the  left  of  the  small  cross  in  the  large  circle." 

3.  "Now  put  it  just  to  the  right  of  the  large  cross  hi  the  large  circle." 

Give  the  three  directions  in  order  without  repetition. 

Score:  Number  of  elements  credited. 
Maximum  score:  3. 


[Page  86] 


Key  for  Test 
4,7,$ 


TEST  25.   FOLLOWING  DIRECTIONS 

Place  the  celluloid  over  the  drawings  and  say: 
"Put  one  finger  so  it  will  be : 

1.  In  the  diamond  and  in  the  oval  at  the  same  time,  but  not  in  the 

rectangle." 

"Now  put  it  so  it  will  be: 

2.  In  the  rectangle,  but  not  in  the  diamond  or  oval." 

3.  In  the  diamond,  but  not  in  the  oval  or  rectangle." 

4.  In  the  rectangle,  in  the  oval,  and  in  the  diamond,  all  at  the  same 

time." 

If  the  examinee  shows  initiative  by  asking  which  is  the 
diamond,  etc.,  he  is  told.    If  not,  he  is  allowed  to  fail. 

Give  each  direction   without   repetition.    A   finger   placed 
upon  the  periphery  of  a  figure  is  counted  in  the  figure. 

Score:  Number  of  elements  credited. 
Maximum  score:  Jf. 


[Page  38 ] 


TEST  26.   SIMILARITIES 

"In  what  way  are alike?" 

1.   "A  baseball  and  an  orange?"    2.   "Wood  and  paper?" 
3.   "Rain  and  milk?"  4.   "A  bed  and  a  chair?" 

If  necessary,  say:  "No;  tell  me  in  what  way  -     -  and 
are  alike." 

Score:  Number  of  elements  credited. 
Maximum  score:    . 


[Page  39] 


12  jo  pua 
raojj  S9cTeiS 
ui 


TEST  27.   GENERALIZATION 

"These  four  sayings  all  have  just  the  same  meaning.   What  is  that 
meaning?" 

(May  be  read  to  examinee  who  cannot  read  them  himself. 
Be  sure  examinee  reads  all  four  before  responding.) 

Score:  5  points  for  a  satisfactory  answer,  none  for  an  unsatis- 
factory answer. 
Maximum  score:  5. 


[Page  401 


:9tj  ptre  sijoj9  puB  'dnjjj^s  9i{^  o^  Streids 


TEST  28.   COMPREHENSION 

"Read  these  two  lines  to  yourself,  and  then  tell  me  who  is  meant 
by  the  word  'he'  at  the  end  of  the  first  line." 

Score:  3  points  for  the  correct  response,  none  for  an  incorrect 

one. 

Maximum  score:  3. 


[Page 


•1112900  9q}  jo  rao^oq  9qi  o^  dojp  J[IM.  pB9j  jo  9O9id  y 
•S9ouno  g  J9AO  sq8i9M  ss^iq  jo  qoui  oiqno  TB  iaouno  UB  jpq  ireq} 

jo  (|njuoods9|qB^  ^  ^noq^)  qoui  oiqno  y 
•9{ppnd  13  jo  rao^^oq  9q;  o;  >{UTS  |[iAi  Xuu9d  y 

•9zts  9uiBs  9q^  jo  J9^M  jo  dno  i? 
qonra  SB  S9rat^  Q^  A|JB9U  sq£i9M  ^snp  p|oS  9jnd  jo  dno  y 

^ou  |{iAi  sjreu  uojj 


TEST  29.    SENTENCE  COMPLETION 

"All  these  sentences  taken  together  have  one  meaning.  Read  them 
to  yourself  and  then  tell  me  what  words  you  would  put  in  these  4 
blanks  to  show  what  that  meaning  is.  You  may  use  just  4  words, 
one  for  each  blank.  Do  you  understand?" 

If  examinee  does  not  respond  satisfactorily  within  2  minutes, 
say:    "Tell  me  what  the  meaning  is." 

Score:   5  points  for  correctly  filling  blanks; 

3  points  for  merely  telling  meaning; 

0  points  for  failure. 
Maximum  score:  5. 


[Page 


tm§ 
no  A*  op  U9ij^    •uooujaye  9iires 

9Aij)  9Atj-A>ijg:  jnoj 
stq  pu^  'Sumjora  9q^  JJB  }n 
'jaqranu  ppo  ire  spniis  ^i  9ins  THB  j  puu  9ouo 
9JOiu 
pip  j 

AUI 


TEST  30.   PROBLEM  READING 

"Read  this  to  yourself.  Then  answer  the  question  at  the  end.j; 

If  the  examinee  does  not  respond  correctly  within  2  minutes, 
the  score  is  zero. 

Score:  5  points  for  correct  response,  none  for  incorrect  response. 
Maximum  score:  5. 


I  Page  43] 


The  examinee's  score  in  Group  D  is  the  sum  of  his  scores  in  Tests 
1  to  30,  inclusive,  and  hence  includes  those  of  Group  C. 

MENTAL  AGE  EQUIVALENTS  FOR  GROUP  D 


POINTS 

M.  A. 

POINTS 

M.  A. 

POINTS 

M.  A. 

POINTS 

M.  A. 

POINTS 

M.  A. 

20 

70 

49 

86 

78 

107 

107 

138 

136 

178 

21 

70 

50 

87 

79 

107 

108 

139 

137 

179 

22 

71 

51 

88 

80 

108 

109 

141 

138 

181 

23 

71 

52 

88 

81 

109 

110 

142 

139 

182 

24 

72 

53 

89 

82 

110 

111 

144 

140 

184 

25 

72 

54 

89 

83 

111 

112 

145 

141 

185 

26 

73 

55 

90 

.84 

112 

113 

147 

142 

186 

27 

73 

56 

91 

85 

113 

114 

148 

143 

188 

28 

74 

57 

91 

86 

114 

115 

149 

144 

189 

29 

75 

58 

92 

87 

115 

116 

J  151 

145 

190 

30 

75 

59 

92 

88 

116 

117 

152 

146 

192 

31 

76 

60 

93 

89 

117 

118 

153 

147 

193 

32 

76 

61 

94 

90 

118 

119 

155 

148 

195 

33 

77 

62 

94 

91 

119 

120 

156 

149 

196 

34 

78 

63 

95 

92 

120 

121 

157 

150 

197 

35 

78 

64 

96 

93 

121 

122 

159 

151 

199 

36 

79 

65 

96 

94 

122 

123 

160 

152 

200 

37 

79 

66 

97 

95 

123 

124 

162 

153 

201 

3& 

80 

67 

98 

96 

125 

125 

163 

154 

203 

39 

80 

68 

99 

97 

126 

126 

164 

155 

204 

40 

81 

69 

100 

98 

127 

127 

166 

156 

205 

41 

82 

70 

100 

99 

128 

128 

167 

157 

207 

42 

82 

71 

101 

100 

129 

129 

ias 

158 

208 

43 

83 

72 

102 

101 

130 

130 

170 

159 

210 

44 

83 

73 

102 

102 

131 

131 

171 

160 

211 

45 

84 

74 

103 

103 

133 

132 

173 

161 

212 

46 

85 

75 

104 

104 

134 

133 

174 

162 

214 

47 

85 

76 

105 

105 

135 

134 

175 

163 

215 

48 

86 

77 

106 

106 

137 

135 

177 

164 

216 

PROCEDURE  FOR  GROUP  E 

Score  in  Credit  in  full  but  Total  credit  for 

Group  A  do  not  give  Tests :         these  tests 
10  to  15  31  5 

16  to  29  31,  32  10 

30  31,  32,  33  14 


Score  in 

Group  A 

4  to  9 


Omit  and  do  not 

credit  Tests 

36,  37,  38 


\_Page44'] 


TEST  31.   NAMING  OBJECTS 

Point  to  each  of  the  objects  above  and  say, 
"What  is  this?  Tell  me  what  this  is." 

For  this  test  the  examiner  should  procure  the  following 

articles:  Piece  of  common  white  grocer's  twine,  6  inches  long; 

common  black  coat  button;  wire  hairpin;  six-penny  wire 

nail  (2  inch)  ;  safety  pin,  1%  inches  long. 


These  objects  have  been  standardized  and  should  conform  to  the  descrip- 
tion above.  It  will  be  found  convenient  to  mount  the  objects  on  white 
cardboard  in  the  manner  shown  in  the  drawing  above,  and  paste  them  into 
the  book  just  over  the  drawing.  In  order  to  protect  the  opposite  page,  the 
cardboard  may  be  made  double  length,  folded  to  cover  the  objects  and 
pasted  with  the  fold  at  the  right.  It  is  probable  that  if  the  test  is  admin- 
istered by  using  the  pictures  instead  of  the  objects  the  results  will  be  rea- 
sonably satisfactory,  but  this  has  not  been  determined. 

Score:  Number  of  objects  properly  named. 
Maximum  score:  5. 


I  Page  45] 


[Page  46] 


TEST  32.   FORM  COMPARISON 

Have  at  hand  the  set  of  drawings  on  small  pieces  of  card- 
board similar  to  those  on  the  opposite  page.  Turn  the 
book  sidewise  so  that  the  figures  are  nearest  the  examinee. 
Place  the  circle  of  the  duplicate  set  on  the  cross  and  say, 

"Show  me  one  like  this." 

Follow  with  the  others,  in  the  order  indicated  by  the  num- 
bers on  the  back,  placing  each  form  on  the  cross  so  it  will 
have  the  same  orientation  as  the  corresponding  form  on  the 
page. 

If  the  child  does  not  respond  at  first,  say,  "Do  you  see  all 
these  things?  Now  find  me  another  one  just  like  this." 

If  the  first  response  is  an  error,  say,  "No,  find  one  like  this." 
Make  no  further  corrections. 

In  each  case  the  card  should  be  held  in  place  by  the  examiner 
so  that  the  subject  cannot  move  it  about. 

Score:  Number  of  forms  correctly  indicated,  divided  by  2.     If 
this  is  a  mixed  number,  give  the  next  higher  whole  number. 
Maximum  score:  5. 


TESTS  33.    COMMISSIONS 

Material  needed:  penny,  nickel,  sheet  of  paper. 
"Now  I  want  you  to  do  something  for  me.   First,  put  this  penny  on 
one  of  the  corners  of  this  desk  (or  table),  then  take  this  five-cent 
piece  and  put  it  on  that  chair ;  and  t hen  put  this  piece  of  paper  under 
the  penny  on  the  desk  (or  table).   Go  ahead." 

Be  sure  you  have  the  child's  attention,  then  speak  somewhat 
slowly  and  impressively.  Emphasize  the  wrords  italicized 
and  pause  after  each  one.  Repeat  nothing. 

Score  one  point  for  each  of  the  three  commissions  correctly  ex- 
ecuted, and  one  point  for  correct  order. 
Maximum  score:  4- 

TEST  34.'  NEWS  ROUTE 

Place  the  diagram  found  on  the  Individual  Record  Card 
before  the  examinee  so  that  the  arrow  points  toward  his  left, 
and  say  (indicating  houses,  doors,  and  streets  when  each  is 
first  mentioned), 

"Here  are  seven  houses.  Here  is  one  door  and  here  is  another  door, 
and  all  these  are  doors.  Here  is  a  street  between  these  two  houses, 
and  here  is  another  street,  and  all  these  are  streets.  Now  suppose 
you  have  to  take  a  newspaper  to  every  door.  I  want  you  to  mark 
out  a  path  to  show  me  just  how  you  would  go.  Begin  at  the  arrow" 
(pause,  but  no  longer  point),  "stop  at  every  door"  (pause),  "and 
mark  out  the  shortest  path  you  can.  Take  the  streets  in  order. 
Go  ahead." 

Then  give  the  examinee  a  pencil,  placing  the  point  at  the 

arrow. 

If  examinee  skips  a  door,  say  once  only,  "You  must  stop 

at  every  door."  If  the  examinee  starts  to  enter  a  house,  say, 

"No,  you  must  not  go  into  the  houses." 

Spontaneous  correction  by  the  examinee  is  allowed. 

Score  one  point  for  each  street  'correct.    A  street  is  correct  if 

the  shortest  possible  path  is  marked  out  in  it,  beginning  at 

either  end.    See  Standardized  Answers. 

Maximum  score:  6. 


[Page  48] 


TEST  35.   DIGITS  FORWARD 

"I  am  going  to  read  some  numbers.  When  I  am  through,  say  them 

over  just  as  I  do." 

Read  the  following  digits  at  the  rate  of  one  digit  per  second. 
If  the  child  does  not  respond  to  the  first  series,  say,  "Say 
6,  8."  On  each  level  there  are  three  series  of  digits.  Give 
only  as  many  series  on  each  level  as  necessary  to  get  one 
correct  repetition.  Stop  with  the  first  level  on  which  no 
series  is  correctly  repeated.  Repeat  no  series.  In  reading 
the  digits  avoid  all  rhythm  or  grouping;  merely  let  the 
voice  fall  at  the  end. 

(2)  6,8         2,9        4,7 

(3)  7,  9,  i         2,  5,  8        3,  6,  4 

(4)  5,  8,  4,  i         3,  9,  6,  5         7,  i,  5,  9 

(5)  2,  i,  6,  4,  8         5,  i,  4,  9,  6        8,  9,  2,  5,  7 

(6)  2,  8,  5,  7,  3,  6        4,  i,  3,  8,  5,  7         i,  6,  4,  7,  9,  2 

(7)  i,  9,  7,  2,  3,  i,  8        7,  6,  i,  8,  3,  5,  4        9,  8,  6,  i,  2,  9,  7 

(8)  2,  8,  9,  5,  7,  3,  6,  8        5,  3,  9,  i,  6,  4,  8,  2 

8,  6,  3,  9,  2,  5,  7,  i 

(9)  5,  7,  3,  i,  7, 9,  4,  2,  5        6,  8,  3,  9,  i,  2,  6,  3,  7 

9,6,8,2,  1,4,8,3,5 

(10)    i,  7,  4,  6,  2,  5,  3,  8,  6,  i        3,  i,  2,  7,  4,  6,  3,  8,  5,  7 
2,  7,  5,  8,  4,  i,  7,  2,  4,  9 

Score:  Number  of  digits  in  the  longest  successful  series. 
Maximum  score:  10. 

TEST  36.   REPETITION  OF  SYLLABLES 

"Listen  carefully  and  when  I  am  through,  say  just  the  same  words 
that  I  say. 

1.  The  brook  runs  by  the  house  and  sings  a  pleasant  song  to  all 

who  wish  to  listen.' 
"Listen  again  and  when  I  am  through,  say  just  the  same  words  I  do. 

2.  *  After  eating  a  good  dinner,  cats  like  to  lie  in  the  warm  sun  and 

sleep  by  the  hour.' 

3.  'Girls  like  to  play  with  dolls  more  than  boys  do,  but  I  have  a 

number  of  boy  friends  who  also  like  dolls.'  " 
Score:  Number  of  elements  credited. 
Maximum  score:  8. 


[Page  49  ] 


9AJ9A1JL 


'spunod 
•smoij  J9}xenb-9uo  puB  OM^  'spunod  ^i{Sig[ 

-  spunod 

-  spunod 
•jnoq  9uo  'spunod 

•  jnoq  ws  jo  sj9}xenb-99jui  ^s^oj  ppoqs  ^9iu  jo  spunod  OMJ^ 

pjnous  ^B9m  jo  punod  9UQ 


TEST  37.   ROAST 

"Read  this  to  yourself  and  then  tell  me  what  you  would  put  in  each 
blank." 

Score:  Number  of  elements  correctly  completed. 
Maximum  score:  5. 


[Page  50] 


A 


X 


A\ 


a 


H 

D 

d 

O 

N 

W 

1 

M 

r 

ii 


ci 


TEST  38.    CODE 

"These  diagrams  contain  all  the  letters  of  the  alphabet.  Examine 
the  arrangement  of  the  letters.  They  go  (point),  abcdefgh 
ijklmnopqrstuvwxyz,  and  there  is  no  letter  here. 
The  letters  of  each  line  of  each  diagram  read  from  left  to  right,  so : 
a  b  c,  then  d  e  f ,  then  g  h  i,  and  then  j  k  1,  and  so  forth.  These 
lines  (point)  of  this  diagram  slant  this  way  (point),  these  lines 
(point)  of  this  diagram  go  straight  up  and  down  (point),  and  these 
lines  of  this  diagram  slant  so  (point). 

"Now  all  this  represents  a  code,  a  secret  language.  It  is  like  one 
that  was  used  in  the  Civil  War  to  send  secret  messages.  This  is  the 
way  it  works.  We  draw  the  lines  that  hold  a  letter,  but  leave  the 
letter  out.  Here  is  the  way  we  write  'enemy.'  (Illustrate.)  Here 
is  the  way  we  write  'taken.'  Did  I  make  any  mistakes?  (Pause 
while  child  examines.) 

"I  want  you  to  write  something  forme  without  looking  at  the  code. 
Remember  how  the  letters  go,  first  (point)  abcdefgh  i,  then 
jklmnopqr,  and  then  stuvwxyz,  and  no  letter  here. 
Don't  forget  that  these  lines  slant  so,  these  go  straight  up  and 
down,  and  these  slant  so  (point)." 

Take  code  away  and  ask  subject  to  write  "push  forward" 
in  the  space  provided  on  the  Individual  Record  Card. 
Watch  to  see  that  the  subject  does  not  draw  designs. 

Time  limit:  5  minutes. 

Score:  Number  of  letters  correctly  made,  divided  by  2. 

Maximum  score:  6. 


\_Page51] 


MENTAL  AGE  EQUIVAIJSNTS  FOR  GROUP  E 


POINTS 

M.  A. 

POINTS 

M.  A. 

POINTS 

M.  A. 

POINTS. 

M.  A. 

POINTS 

M.  A. 

POINTS 

M.  A. 

7 

51 

40 

71 

73 

88 

106 

113 

139 

145 

172 

186 

8 

52 

41 

71 

74 

89 

107 

114 

140 

146 

173 

187 

9 

53 

42 

72 

75 

90 

108 

114 

141 

147 

174 

188 

10 

53 

43 

72 

76 

90 

109 

115 

142 

149 

175 

189 

11 

54 

44 

73 

77 

91 

110 

110 

143 

150 

176 

191 

12 

55 

45 

73 

78 

91 

111 

117 

144 

151 

177 

192 

13 

56 

46 

74 

79 

92 

112 

118 

145  ' 

152 

178 

193 

14 

56 

47 

74 

80 

93 

113 

119 

146 

154 

179 

194 

15 

57 

48 

75 

81 

93 

114 

120 

147 

155 

180 

196 

16 

58 

49 

75 

82 

94 

115 

121 

148 

156 

181 

197 

17 

59 

50 

76 

83 

95 

116 

121 

149 

157 

182 

198 

18 

59 

51 

76 

84 

96 

117 

122 

150 

159 

183 

199 

19 

60 

52 

77 

85 

96 

118 

123 

151 

160 

184 

201 

20 

61 

53 

77 

86 

97 

119 

124 

152 

161 

185 

202 

21 

61 

54 

78 

87 

98 

120 

125 

153 

162 

186 

203 

22 

62 

55 

78 

88 

98 

121 

126 

154 

164 

187 

204 

23 

62 

56 

79 

89 

99 

122 

127 

155 

165 

188 

205 

24 

63 

57 

79 

90 

100 

123 

128 

156 

166 

189 

207 

25 

63 

58 

80 

91 

101 

124 

129 

157 

167 

190 

208 

26 

64 

59 

80 

92 

101 

125 

130 

158 

168 

191 

209 

27 

64 

60 

81 

93 

102 

126 

131 

159 

170 

192 

210 

28 

65 

61 

81 

94 

103 

127 

132 

160 

171 

193 

212 

29 

65 

62 

82 

95 

104 

128 

133 

161 

172 

194 

213 

30 

66 

63 

82 

96 

105 

129 

134 

162 

173 

195 

214 

31 

66 

64 

83 

97 

105 

130 

135 

163 

175 

196 

215 

32 

67 

65 

83 

98 

106 

131 

136 

164 

176 

197 

217 

33 

67 

66 

84 

99 

107 

132 

137 

165 

177 

198 

218 

34 

68 

67 

85 

100 

108 

133 

138 

166 

178 

199 

219 

35 

68 

68 

85 

101 

109 

134 

139 

167 

180 

200 

220 

36 

69 

69 

86 

102 

109 

135 

140 

168 

181 

201 

222 

37 

69 

70 

86 

103 

110 

136 

141 

169 

182 

202 

223 

38 

70 

71 

87 

104 

111 

137 

143 

170 

183 

203 

224 

39 

70 

72 

88 

105 

112 

138 

144 

171 

184 

204 

225 

[Page  583 


STANDARDIZED  ANSWERS  l 

a,  credit 
6,  no  credit 

1:1    a  (3)  Fishing.   A  boy  has  been  fishing  and  he's  coming  home  in  the  rain.  His  mother  is 

wailing  for  him;  he's  been  fishing. 
a  (2)  There's  a  boy  carrying  a  fishpole  and  two  fish;  his  mother  is  waiting  for  him  in 

the  door.    It's  raining;  the  man  is  out  in  it  and  there's  a  woman  at  the  door.    A 

boy  carrying  a  fishpole  and  two  fish. 
a  (1)  There's  a  boy  and  a  woman  and  it's  raining.    A  woman  and  a  boy  and  a  fish 

and  some  rain.    A  woman  and  a  boy. 

1:2  a  (3)  An  accident.  A  man  is  carrying  a  sick  girl  in  to  her  mother.  She  fell  asleep  and 
he's  bringing  her  into  the  house.  It's  a  hospital;  the  girl  has  been  hurt  and  the 
man  is  bringing  her  in. 

a  (2)  A  woman,  a  man,  and  a  girl;  the  man  is  carrying  the  girl. 

a  (1)  There's  a  house  and  a  man  and  a  woman  and  a  girl.  A  man  and  a  woman  and  a  girl. 

1:3    a  (3)  A  girl  applying  for  work.  She's  asking  for  a  job.  She's  asking  to  use  the  telephone. 

a  (2)  An  office.    A  library.    A  store  with  a  woman  behind  the  counter;  there's  a  man 

there  too. 

a  (1)  A  man,  a  woman,  and  another  man,  and  two  telephones.   I  see  two  women  and  a 
man,  some  books  and  shelves  and  a  cupboard.   Two  women  and  a  man. 

1:4    a  (3)  A  woman  is  telephoning,  and  she's  so  excited  she's  spilling  what  she  was  cooking, 
a  (2)  A  woman  is  talking  over  the  telephone  and  spilling  something  at  the  same  time, 
a  (1)  There's  a  woman  and  a  stove,  and  a  telephone,  and  a  pan,  and  a  table.   A  woman 
and  a  telephone  and  a  stove. 

2  See  page  19. 

3:  Credit  reproduction  of  the  thought  regardless  of  the  words  used.    Do  not  credit 

for  the  memories  in  which  numbers  appear,  unless  the  numbers  are  exactly  re- 
produced.   Score  is  the  number  of  memories  correctly  reproduced. 

6:  Credit  only  when  syllables  are  repeated  exactly  as  read. 

10:1         a  Ask  somebody.   Look  at  the  sun.   Look  at  the  stars.   Use  a  compass.    (Credit  last 

three  only  when  examinee  can  explain.) 
b  Go  the  direction  you  came  from.   Wait  for  somebody  to  find  you.   Don't  cry. 

10:2         a  Go  to  the  next  grade  below.  Talk  with  the  teacher  about  it.  Go  to  summer  school. 
6  Study  harder.   Get  the  teacher  to  do  it.   Go  back  and  get  help. 

10:3        a  Find  out  why  you  failed.   Make  better  plans  next  time.   Try  again. 

10 : 4         a  Go  to  another  store.   Get  something  else.   Go  home  and  tell  your  mother  and  find 
out  what  to  do.    (Credit  last  two  only  if  child  gives  some  explanation  which  shows 
that  answer  given  actually  would  be  the  best  thing  to  do  under  the  conditions  with 
which  the  child  is  familiar.) 
6  Go  back  home  without  them.  Don't  get  anything. 

10:5        a  Go  to  work.   Earn  some  money. 

6  Die.   Borrow.   Ask  some  one.   Drink  water.   Ask  your  mother. 

1  This  is  not  intended  to  be  a  complete  list  of  the  possible  or  probable  answers.  It  is  to 
serve  as  a  guide  to  the  examiner,  to  enable  him  to  judge  answers  more  nearly  as  do  the  other 
examiners  using  this  examination.  A  response  is  to  be  scored  as  the  one  most  nearly  equal  to 
it  in  value  is  scored. 


[  Page  53] 


10 :G         a  Lots  of  good  men  sometimes  wear  poor  clothes.    A  man  may  be  too  poor  to  wear 

good  clothes,  and  still  be  a  good  man. 
b  Rich  men  sometimes  wear  old  clothes. 

12: 1         a  Mind.   Obey  when  some  one  asks  -you  to  do  something.   Do  as  you're  told. 
b  Be  good. 

12:2         a  You  wish  for  something.    You  expect  something.    Hoping  for  something  to  come. 
b  Hoping.    You  hope  for  something. 

12:3         a  Stuck  up.    You  think  other  people  are  common.    To  take  pride  in  something  and 
do  it  very  carefully  and  well. 

12:4         a  Cultivating  land.    You've  got  a  good  education. 

12:5         a  You  don't  like  a  person  and  you  try  to  hurt  them. 
b  You  don't  like  some  one. 

12 :  G         a  Harshness.   To  be  mean  to  some  one. 

12 : 7         a  Unfounded  dislike.  You  don't  like  them  and  you  don't  know  anything  about  them. 

14: 1         a  Bag  busted.   He  lost  some  stuff.   The  bag  burst.   He  was  carrying  something  wet 

and  it  made  a  hole  in  the  bag  and  he  lost  it. 
b  A  hole  got  in  the  bag. 

14:2         a  The  boat  sunk.    Shipwreck.   Fell  overboard.   The  boat  upset. 

b  He  was  trying  to  build  a  bridge.    lie  A\;IS  drowned.    He  saw  the  log  and  went  out 
after  it. 

14:3         a  Fell  in  a  lake.    Fell  in  the  water.    Somebody  sprinkled  him.    He  was  caught  in  a 

sunshower. 
b  It  was  a  hot  day.   It  rained.    He  fell  down.   He  was  drowned.   He  was  sweating. 

14:4         a  She  fell  in  the  mud. 

b  Played  in  the  mud  and  the  cat  scratched  her.    She  fell  through  a  barbed-wire 
fence  into  the  mud. 

14:5         a  Car  broke.    Accident.    Wreck.    Collision.   They  ran  into  each  other. 
b  Somebody  is  making  a  speech. 

16:1         a  He  couldn't  buy  a  house  for  five  dollars.    He  didn't  have  enough  money. 
6  I  don't  see  why  he'd  pay  for  it  at  once. 

15:2         a  Not  enough  places.    She  lacked  one  place. 

b  She  only  thought  she  was  going  to  have  five  people. 

16:3         a  He  took  too  much  money.    Didn't  need  that  much.    Doesn't  cost  that  much  to 

ride  on  the  street  car. 

b  He  might  lose  the  money.    He  must  have  been  going  a  long  way  if  it  took  one 
hundred  dollars. 

16:4         a  He  ought  to  stay  home  and  take  care  of  his  money.    Why  didn't  he  take  his 
money  with  him  so  the  thief  couldn't  get  it?   The  thief  could  easily  get  it  if  he 
didn't  stay  home. 
b  How  did  he  know  the  thief  was  coming?   He  was  afraid  the  thief  would  stab  him. 

16:5        a  He  didn't  need  that  many  men.   He  had  enough  men. 
b  How  could  he  get  a  thousand  men  at  a  time? 

15:6         a  He  didn't  have  that  much  money.    He  couldn't  spend  that  much  with  only  a 

quarter. 
b  He  had  $2.   He  must  have  had  them  charged.   He  had  more  money. 

16 : 7         a  There  aren't  ten  men,  there  are  three  men.  You  can't  get  ten  men  out  of  three  men . 
b  There  must  have  been  more  men. 


[Page  54] 


16:8         a  The  electric  lights  would  give  more  light  than  the  candle. 

b  The  lights  blinded  him. 

16:  a  Credit  plurals.   Do  not  credit  "played,"  "playing,"  "today,"  "yesterday,"  etc. 

17:  a  Credit  "doll"  as  a  rhyme  for  "ball." 

18:1         a  All  round. 
18:2        a  All  shoot.    All  are  weapons. 

b  All  long. 

18:3         a  You  can  write  with  all  of  them. 

b  All  black.    All  are  long,  like  a  pencil. 

18:4         a  All  shine.    All  in  the  sky.   All  bright.    All  are  planets. 
b  All  round.  • 

a  All  water.    All  vapor. 
b  All  white. 

a  All  hard. 

b  You  can  hurt  people  with  all  of  them.   All  heavy. 

19: 1         a  Be  independent.    Do  things  for  yourself.   Tend  to  your  own  business. 
6  When  you're  in  a  canoe,  paddle  it  yourself. 

19 : 2         a  If  something  hurts  you  once,  you're  afraid  of  it  afterward. 

b  After  he's  been  hurt  he  doesn't  want  to  play  with  fire  again. 

19: 3         a  Make  the  best  of  it  and  don't  cry.  Don't  worry  about  it,  because  you  can't  help  it. 
b  Don't  cry  before  you're  hurt.   Somebody  will  wipe  it  up. 

19:4         a  You  can't  do  anything  big  in  a  hurry.   Some  things  aren't  easy.   Don't  do  things 

hurriedly. 
6  Took  a  long  time  to  do  it.   You  can't  build  a  house  or  anything  in  a  day. 

19:5         a  Don't  brag  till  you've  succeeded. 

6  Don't  play  till  your  work  is  done.    You'll  draw  wild  creatures  near  you.    You'll 
scare  the  birds. 

21 :  a  Not  one  word  may  be  used  twice  or  omitted. 

22:  a  1.  Four  blocks.     2.  Seven  miles.     3.  Three  miles. 

26:1         a  Both  round.    Same  shape. 

26: 2         a  Both  burn.  The  pulp  of  a  tree  is  made  into  paper.    (Credit  last  if  child  can  explain 
that  this  implies  that  wood  and  paper  are  alike  by  saying,  "They  are  made  of  the 
same  thing"  or  other  explanation  equally  appropriate.) 
b  Both  are  white.   Both  are  flat.   You  can  write  on  both. 

26:3         a  Both  wet.    Both  liquid.    Both  run. 
6  You  can  drink  both. 

26:4         a  Both  articles  of  furniture.   You  can  sit  on  both.   Both  have  four  legs. 
b  You  can  lie  on  both. 

27:  a  Impossibilities.   You  can't  do  any  of  them. 

28:  a  Dirk.    This  one  (pointing  to  Dirk). 

b  Joris.   Another  man.   The  horse. 

29:     a  (5)  Many  metals  (things,  objects)  are  heavier  than  water.    Many  metals  are  able  to 

sink.    Many  things  are  apt  to  sink, 
a  (3)  Some  things  are  heavy  and  will  sink.    Some  things  will  not  float. 

30:  a  Ten  minutes  after  three. 


[Page  55} 


31:          a  String,  twine,  cord,  rope. 

34:  a  Credit  one  point  for  each  street 

which  the  examinee  has  marked 
as  shown  in  this  diagram.  Score 
each  street  separately.  Credit  if 
examinee  has  marked  out  the 
shortest  path  from  the  direction 
from  which  he  entered.  Street  2  is 
correct  only  if  not  entered. 


37: 
38: 


.        l^hrs.       3  hrs.       3)4  hrs. 


VZTLJITX 


[  Page  56  ] 


PROBLEMS 

ring 

eck 

pping 

hid 

iident 

ABSURDITIES 

•<   use 

mer 

•e 

ief 

ith 



3 

hts 

SENTENCES 
n 

y 

•ney 

11 

RHYMES 


n. . . . 

SIMILARITIES 
leel. . 


ir 

loud 

me 

PROVERBS 
Vddle 

rnt 

lit 

v*>me. 

out. 

,   SIMILARITIES 

kseball 

^ood 

*;dn 

l<  d. . 


Last  name                            Firs 

MA(        ) 

t  name                             Initial 

HERRING  REVISION  OF 

INDIVIDUAL  REC 
of  birth                                  10           Examiner 

CA  (        )     ( 

Room                     Tocher 

Building 

Years  attended  school 

Quality  nf  sch™~»l  work 

Height                 inches.  \Veight 

(Ex.,  Very  Good,  Good,  Fair,  Poor) 

Parents'  nationality 

Remarks 

Father 

Mo 

TEST  1.  PICTURES 
Fishing     (     )     Applicant  (    ) 
Accident  (     )     Spilling      (    )Max.l2 

Score 

TEST  11.   THOUGHT 

1(    )    5(    )      9(    )     13(    )     17(    ) 
2(    )    6(    )     10(    )     14(    ) 
3(    )     7(    )     11(    )     15(    ) 
4(    )    8(    )     12(    )     16(    )    Max.  9 
Number  elements  correct  :(      )-5-2  = 

Sco 

TEST  2.   NUMBER  SERIES 

a(    )     c(    )     e(    )     g(    ) 
b(    )     d(    )     f(     )     h(     )     Max.  8 

TEST  12.   DEFINITIONS 
Obed.(     )Pride(     )Host.(     )Prej.(     ) 
Hope(    )Cult.  (    )Sev.    (    )    Max.  7 

TEST  3.  THOUGHT 

1(    )     4(    )     7(    )     10(    )     18(    ) 
2(    )     5(    )     8(    )     11(    ) 
S(     )     6(     )     9(     )     12(     }  Max.  13 

TEST  13.   THOUGHT 

1(     )     4(     )     7(     )     10(     ) 
2(     )     5(     )     8(     )     11(     ) 
3(     )     6(     )     9(     )     12(     )  Max.  6 
Number  elements  correct  :(      )^2  = 

TEST  4.   DIGITS  BACKWARD 

«(     )     4(     )     6(     )     8(     ) 
3(     )     5(     )     7(     )     9(     )     Max.  9 

End  of  Group  B 

Score  of  Group  A 

TEST  5.   PARTS  OF  BODY 

K(    )     F(    )     E(    )     F(    )Max.4 

TEST  14.   SITUATIONS 
Crying(     )  Dripping  (     )  Accident  (    ) 
Wreck  (     )Mud        (     )          Max.  5 

TEST  6.   SYLLABLES 
I  want       (     )      Wego(     ) 
In  winter  (     )                             Max.  3 

TEST  15.   ABSURDITIES 
House  (    )  Thief  (     )  One       (     ) 
Dinner(     )  Smith(    )  Lights   (     ) 
Fare     (     )  25c      (     )               Max.  8 

TEST  7.   COMPARISON 
Squares     (     )     Circles  (     ) 
Triangles  (     )                             Max.  3 

TEST  16.   SENTENCE 
1(     )     2(     )     3(     )     4(     )     Max.  4 

TEST  8.   PRETTIER 

1(     )     2(     )     3(     )     4(     )     Max.  4 

TEST  17.   RHYMES 
1(     )     2(     )     3(     )     4(     )     Max.  4 

TEST  9.    COLORS 
Black(    )Gray(    )  White  (    )  Max.  3 

TEST  18.    SIMILARITIES 
Wheel(     )Ink(     )  Cloud  (     ) 
Sling   (     )  Star(     )  Stone  (     )Max.  6 

TEST  10.   SITUATIONS 
Lost      (   )Store(   )Failed   (  ) 
Lessons(   )Eat    (   )Clothes(   )Max.6 

TEST  19.   PROVERBS 
Paddle(    )   Milk  (     )   Shout(     ) 
Burnt  (     )    Rome  (     )              Max.  5 

Column  Total 

Column  Total 

Copyright,  1922,  by  "World  Book  Company 


PHE  BINET-SIMON  TESTS 

ID  CARD :  FORM  A 


Date  of  examination- 


19. 


Group- 


-SchooL 


City. 


icher's  estimate  of  intelligence. 
_  Social  status 


(Ex.,  Good,  Fair,  Poor,  V.P.) 


(Very  Superior,  Sup.,  Above  Avg.,  Avg.,  Below  Avg.,  Inferior,  V.  Inf.) 

_  Home  address 


TEST  20.   THOUGHT 
)     4(     )     7(     )     10(     )     13( 
)'  5(     )     8(     )     11(     ) 
)     6(     )     9(     )     12(     )  Max.  7 
Vumber  elements  correct :(        )  -f-  2  = 


TEST  21.   MIXED  SENTENCES 
.(     )         2(     )         3(     )         Max. 


TEST  22.   PROBLEMS 
Blocks(    )Miles(    )Miles(    )  Max.  6 
Number  elements  correct :(        )x2  = 


End  of  Group  C 


TEST  23.   SYLLABLES 
We  dp       (     )     Ittakes(     ) 
'n  winter (     )     Water    (     )    Max.  4 


TEST  24.   DIRECTIONS 
Cover(   )   Left(   )   Right (   )    Max.  3 


TEST  25.   DIRECTIONS 
Diam.  &  Ov.(     )  Diamond  (     ) 

Rectangle      (     )  Rect.  Ov.  &  D.(     ) 

Max.  4 


TEST  26.   SIMILARITIES 
Baseball(     )         Rain(     ) 
Wood     (     )         Bed(     )         Max.  4 


'EST  27.   GENERALIZATION      Max.  5 


'EST  28.    DIRK 


Max.  3 


TEST  29.   COMPLETION 
Many  are  Max.  5 


'EST  30.   PROBLEM  READING  Max.  5 


End  of  Group  D 


Column  Total 


Score 


TEST  31.  OBJECTS 
Fwine   (   )   Pin       (  )   Nail(  ) 
Hairpin  (   )    Button  (   ) 


Max.  5 


TEST  32.   FORMS 
4(     )     7(     )     10( 
8( 


3(     )     6(     )     9(     ) 


Max.  5 


Number  elements  correct  :(      )-s-2 


TEST  33.   COMMISSIONS 
Penny   (     )  Paper  (     ) 

Nickel  (     )  Order(     )  Max.  4 


TEST  34.   NEWS  ROUTE 

K     )     3(     )     5(     ) 

)     4(     )     6(     )  Max.  6 


TEST  35.  DIGITS  FORWARD 

*()«()  8(     ) 

3(     )     6(     )  9(     ) 

4(     )     7(     )  10(    )  Max.  10 


TEST  36.   SYLLABLES 
Brook(     )  After(     )  Girls(     )  Max. 


TEST  37.   ROAST 


)Max.5 


TEST  38.   CODE       Max.  6 
dumber  of  correct  letters :(      )-r-2  = 


End  of  Group  E 


Column  Total 


Time  ended. 
Time  begun. 
Minutes 


MA. 


opyright  in  Great  Britain.    All  rights  reserved 


1.   PICTURES 

Fishing 

Accident 

Applicant. . . . 
Spilling 


10.   PROBLEMS 

Lost 

Lessons 

Store 

Eat 

Failed 

Clothes. . 


GO 


Clothes. 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


AN  INITIAL  FINE  OF  25  CENTS 

WILL  BE  ASSESSED  FOR  FAILURE  TO  RETURN 
THIS  BOOK  ON  THE  DATE  DUE.  THE  PENALTY 
WILL  INCREASE  TO  5O  CENTS  ON  THE  FOURTH 
DAY  AND  TO  $1.OO  ON  THE  SEVENTH  DAY 
OVERDUE. 


MAY   7  1535 


JB36 


MAY   3' 


MAY  7    1936 


FEB 


MAR  17  19 


APR    17  1944 


LD  21-100m-8,'34 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


